Download Classroom Lighting System Demonstration Research Study PDF

TitleClassroom Lighting System Demonstration Research Study
LanguageEnglish
File Size7.7 MB
Total Pages280
Table of Contents
                            TitlePage.doc
	The New York State Energy Research and Development Authority
		Finelite, Inc
		The Lighting Research Center
Notice.doc
ABSTRACT.doc
	
	ABSTRACT
Acknowledgements.doc
Table of Contents.doc
	Table of Contents
	Page
Executive Summary82207.doc
	Executive Summary
	
	Key Findings of the NYSERDA Research Project
		Finding #3: Teachers unanimously prefer the Integrated Classroom Lighting System
		Comparative surveys conducted by the Lighting Research Center of Rensselaer Polytechnic Institute confirm that the teachers surveyed unanimously preferred the Integrated Classroom Lighting System to existing lighting products. Teachers believe the quality of light provided by the indirect/direct luminaires is better than the previous luminaires. The teachers understood and used the two-scene indirect/direct luminaires to improve the learning environment.  Teachers and students rated the general and audiovisual modes highly and appreciated the ability to dim the audiovisual mode to the proper light level to satisfy the needs of the presentation.
		The Importance of School Design Choices
Introduction2.doc
1 ReportBodyDetailThroughWB2.doc
	The Changing Classroom
	The Changing Energy Requirements
	
	The Integrated Classroom Lighting System Template
		Luminaire Selection
		Lamp Selection
		Whiteboard Luminaire Usage
		Luminaire Options – Installation Details
		Settle Mode
		Whiteboard Lamp Selection
2 ReportBodyControlsthru2.doc
	Control Placement
	Control Installation
	Easy to Understand Labeling for Controls7
	Occupancy Sensor Sensitivity
	Installation Options
	Template Modification Summary
3 TeacherPreference.doc
	FINDING #3: TEACHERS PREFER THE INTEGRATED CLASSROOM LIGHTING SYSTEM
	Usage Data Supports Survey Results
		Annual Summary of Usage
		Mode Usage Summary
		Usage Patterns Change by Teacher and Subject Taught
		Important Conclusions11
4 ReportBodySustainabilityAffordability.doc
	FINDING #4: THE INTEGRATED CLASSROOM LIGHTING SYSTEM IS SUSTAINABLE
	Reduced Energy Consumption
	Energy Savings from Occupancy Sensors13
	Importance of Occupancy Sensors in the University Setting
	Other Sustainable Elements Attributed to the Classroom Lighting System
	
	
	Reduced Jobsite Waste
		FINDING #5: THE CLASSROOM LIGHTING SYSTEM IS AFFORDABLE
		New Construction Projects
		
		ICLS System Design Yields Installation Cost Savings
		Single Source Warranty Reduces Costs
Project Outcomes.doc
Final Report.doc
	Integrated Classroom Lighting System
	Human Factors Report
	Executive Summary
	Introduction
		ICLS Features
		Instructor Feedback– Before ICLS
			Additional comments from instructors about previous lighting, before ICLS retrofit:
			Instructor Survey Graphs – Before ICLS
		Student Feedback – Before ICLS
			Student Survey Graphs – Before ICLS
			Additional Comments from Students about lighting before ICLS retrofit:
			Middle/High School Student comments:
			University Student comments, before retrofit
		Instructor Survey Summary – After ICLS
			Instructor Comments about ICLS:
			
			Instructor Survey Graphs, After Retrofit
			
			
			
			
			Instructor Comparison Survey – After ICLS
		
		
		
		
		
		
		
		Student Survey Summary – After ICLS
			Student Survey Graphs, After Retrofit
			Additional Comments from Students about lighting after ICLS retrofit:
			Middle/High School Student Comments:
			University Student Comments:
		Electrician Comments
		Maintenance Comments:
		Room Integration
		Illuminance Measurements
		Spot-checking of Monitoring and Energy Use
		Finelite collected monitoring data for both the 7 control rooms and the 28 classrooms retrofitted with the ICLS. LRC reviewed these data and found it to be reasonable given the reductions in lighting power density. Figure 9 shows the power densities at all the sites before and after retrofit.
		
		Figure 9: Lighting power densities before and after retrofit
		Figure 10: Average annual energy savings for the 7 schools in the demonstration
		LRC performed a spot check of energy data at all the sites. As shown in Figure 10, energy savings varied primarily depending on the difference between power density of the Control condition, compared to that of the ICLS General lighting mode. As shown in Figure 11, classrooms with ICLS used an average of 38% less energy per square foot, compared to the control classrooms.
		
		Figure 11: Average Daily Energy Use: Control Rooms vs. ICLS Demo Rooms
		
		Only Ballston Spa Middle School exhibited increased energy use after converting its rooms to the ICLS (+14%, as per Figure 10). It should be noted that they had very low power density before the change. Ballston Spa also increased average general lighting levels by +30%. (See Appendix 2, page 55.)
		Appendix 1: Blank Survey Questions
			Teacher Survey, Before
			Teacher Survey, After
			Student Survey, Before
			Student Survey, After
			Appendix 2: Illuminance Measurements, Before and After ICLS Installation
			
			
		
Project Methodology.doc
	The Data logger records current readings from the current sensors for the General mode, A/V Mode and Whiteboard fixtures. It also records the Pulse Count which measures the Quiet Time count; and records the Occupancy sensor voltage at the pre-defined logging interval of every minute.
		B - Networking Device
		C - ICLS Components
		D – Current Sensor
		Daily Totals
		Distributions
			Data Summary Chart
			Average Daily Lighting Usage Chart
TemplatesNEW.doc
	The Integrated Classroom Lighting System Template – 3rd Generation
ICLS Template 30x32x10.pdf
ICLS Template 30x32xslope 10'-14'.pdf
ICLS Template 24x40x8.5.pdf
ICLS Template 30x32x10 DIM.pdf
ICLS Template 3-row Typical layout 24x35x10.pdf
Appendix DWriteup.doc
LeedAndCHPS.pdf
1- Baldwinsville Rm 130 dimen.pdf
2 -Baldwinsville Rm 179 dimen.pdf
3 -Baldwinsville Rm 181 dimen.pdf
4 -Baldwinsville Rm 284 dimen.pdf
5-Baldwinsville Rm 130 & 179 GEN.pdf
6-Baldwinsville Rm 130 & 179 AV.pdf
7- Baldwinsville Rm 181 GEN.pdf
8- Baldwinsville Rm 181 AV.pdf
9 -Baldwinsville Rm 284 GEN.pdf
10-Baldwinsville Rm 284 AV.pdf
11-EnergyConsumptionbyClassroomK12.pdf
12 -Lighting Data SummaryExample.pdf
13 -AvgDailyLightingUsageRm113.pdf
14 - AvgDailyLightingUsageRm130.pdf
15 -AvgDailyLightingUsageRm179.pdf
16 -AvgDailyLightingUsageRm181.pdf
17 -AvgDailyLightingUsageRm284.pdf
1 - Ballston Rm 106 dimen.pdf
2 -Ballston Rm 108 dimen.pdf
3- Ballston Rm 110 dimen.pdf
4 -Ballston Rm 112 dimen.pdf
5 -Ballston Spa Typical GEN.pdf
6 -Ballston Spa Typical AV.pdf
7 - EnergyConsumptionbyClassroomK12.pdf
8 -Lighting Data SummaryExample.pdf
9 -AvgDailyLightingUsageRm106.pdf
10 -AvgDailyLightingUsageRm108.pdf
11- AvgDailyLightingUsageRm110.pdf
12 -AvgDailyLightingUsageRm112.pdf
14 -AvgDailyLightingUsageRm104.pdf
1- Hunter Rm 204 dimen.pdf
2 -Hunter Rm 222 dimen.pdf
3 - Hunter Rm 404 dimen.pdf
4 -Hunter Rm 410 dimen.pdf
5- Hunter Rm 204 & 222 GEN.pdf
6 -Hunter Rm 204 & 222 AV.pdf
7 - Hunter Rm 404 & 410 GEN.pdf
8 -Hunter Rm 404 & 410 AV.pdf
9 - EnergyConsumptionbyClassroomK12.pdf
10  -Lighting Data SummaryExample.pdf
11- AvgDailyLightingUsageRm204.pdf
12 -AvgDailyLightingUsageRm220.pdf
13- AvgDailyLightingUsageRm222.pdf
14 -AvgDailyLightingUsageRm404.pdf
15AvgDailyLightingUsageRm410.pdf
1 -Scarsdale Rm 305 dimen.pdf
2- Scarsdale Rm 307 dimen.pdf
3 -Scarsdale Rm 309 dimen.pdf
4 -Scarsdale Rm 311 dimen.pdf
5 -Scarsdale Rm 305 Typical GEN.pdf
6 -Scarsdale Rm 305 Typical AV.pdf
7 -EnergyConsumptionbyClassroomK12.pdf
8 -Lighting Data SummaryExample.pdf
9 -AvgDailyLightingUsageRm305.pdf
10-AvgDailyLightingUsageRm307.pdf
11- AvgDailyLightingUsageRm309.pdf
12 -AvgDailyLightingUsageRm311.pdf
13- AvgDailyLightingUsageRm405.pdf
1 -New Rm 503 dimen.pdf
2- New Rm 713 dimen.pdf
3-New Rm 1013 dimen.pdf
4-New Rm 1111 dimen.pdf
5 - New School Rm 503 GEN.pdf
6 -New School Rm 503 AV.pdf
7 -New School Rm 713 GEN.pdf
8 -New School Rm 713 AV.pdf
9 -New School Rm 1111 & 1013 GEN.pdf
10 -New School Rm 1111 & 1013 AV.pdf
11 -EnergyConsumptionClassroomUniv.pdf
12 -Lighting Data Summary.pdf
13 -AvgDailyLightingUsageRm502.pdf
14 -AvgDailyLightingUsageRm503.pdf
15 -AvgDailyLightingUsageRm713.pdf
16 -AvgDailyLightingUsageRm1013.pdf
17 -AvgDailyLightingUsageRm1111.pdf
1 - RPI Rm 201 dimen.pdf
2 -RPI Rm 212 dimen.pdf
3 -RPI Rm 2707 dimen.pdf
4 -RPI Rm 2715 dimen.pdf
5 -RPI Rm 201 GEN.pdf
6 -RPI Rm 201 AV.pdf
8 -RPI Rm 212 AV.pdf
9- RPI Rm 212 GEN.pdf
11 -RPI Rm 2707 AV.pdf
12 -RPI Rm 2707 GEN.pdf
13 -RPI Rm 2715 GEN.pdf
14 -EnergyConsumptionClassroomUniv.pdf
14 -RPI Rm 2715 AV.pdf
15 -Lighting Data Summary.pdf
16 -AvgDailyLightingUsageRm201.pdf
17 -AvgDailyLightingUsageRm212.pdf
18- AvgDailyLightingUsageRm2701.pdf
19 -AvgDailyLightingUsageRm2707.pdf
20 -AvgDailyLightingUsageRm2715.pdf
1 -Syracuse Rm 100 dimen.pdf
2 -Syracuse Rm 114 dimen.pdf
3 -Syracuse Rm 208 dimen.pdf
4- Syracuse Rm 219 dimen.pdf
5- Syracuse U Rm 100, 208 & 219 GEN.pdf
6 -Syracuse U Rm 100, 208 & 219 AV.pdf
7 -Syracuse U Rm 114 GEN.pdf
8 -Syracuse U Rm 114 AV.pdf
9 - EnergyConsumptionClassroomUniv.pdf
10 -Lighting Data SummaryExample.pdf
11 -AvgDailyLightingUsageRm100.pdf
12 -AvgDailyLightingUsageRm114.pdf
13 -AvgDailyLightingUsageRm208.pdf
14 -AvgDailyLightingUsageRm219.pdf
15 -AvgDailyLightingUsageRm316.pdf
Lamp Selection.doc
ICLS History.doc
	The Integrated Classroom Lighting System Template – 3rd Generation
	2nd Generation – PIER 4.5
ICLSSpecification.doc
	Appendix E – Educational Materials
	Appendix F – Baldwinsville Public Schools Information
	Appendix G – Ballston Spa Middle School Information
	Appendix G – Hunter High School Information
	Appendix I – Scarsdale Public School Information
	Appendix J – New School University Information
	Appendix K –Rensselaer Polytechnic Institute Information
	Appendix L –Syracuse University Information
                        
Document Text Contents
Page 1

Classroom Lighting System Demonstration Research Study
Final Report









Prepared for:
The New York State Energy Research and Development Authority

Albany, NY


Marsha Walton, Ph.D.
BUILDINGS Research and Development


Prepared by


Finelite, Inc

Union City, CA


Terry Clark
Marc McMillan


and


The Lighting Research Center

Troy, NY


Peter Morante
Jennifer Brons





Contract # NYSERDA PON 953

Page 2

NOTICE


This report was prepared by the following individuals: Marc McMillan of Finelite, Terry Clark of Finelite,

Jennifer Brons of the Lighting Research Center, Peter Morante of the Lighting Research Center, Brian

Blackhart of Finelite, Vickie Lauck of Finelite, and Aloke Gaur of Finelite in the course of performing

work contracted for and sponsored by the New York State Energy Research and Development Authority

and Finelite, Inc. (hereafter the "Sponsors"). The opinions expressed in this report do not necessarily reflect

those of the Sponsors or the State of New York, and reference to any specific product, service, process, or

method does not constitute an implied or expressed recommendation or endorsement of it. Further, the

Sponsors and the State of New York make no warranties or representations, expressed or implied, as to the

fitness for particular purpose or merchantability of any product, apparatus, or service, or the usefulness,

completeness, or accuracy of any processes, methods, or other information contained, described, disclosed,

or referred to in this report. The Sponsors, the State of New York, and the contractor make no

representation that the use of any product, apparatus, process, method, or other information will not

infringe privately owned rights and will assume no liability for any loss, injury, or damage resulting from,

or occurring in connection with, the use of information contained, described, disclosed, or referred to in this

report.



ii

Page 140

Power Control Center

The Power Control Center (PCC) takes line voltage

from building power and then carries power to, and

communicates with ICLS system components. This

robust unit is constructed of heavy duty 16-gauge steel,

is easy to install and maintain, and is built to last the life

of the installation.

Terminal Strips
Terminal strips are used to speed installation
and ensure the electrical connections
are secure.

Knockouts
Heavy duty knockouts accommodate 1/2"
to 1" conduit. The Box is constructed of
16-gauge steel.

Wiring Label Panel
The wiring label panel clearly identifies
every wiring connection for ease of
installation and maintenance.

Product Features that Reduce Installation Time

Diagnostic Tools
Diagnostic LEDÕs show installers and
maintenance teams when the unit is receiving
power and when power is reaching the
whiteboard luminaire, indirect luminaires,
and occupancy sensor.

Row 1

Row 2

Whiteboard

4

Sensor

Teacher Control
Center

Master On/Off
Switch

Plug & Play
Plenum rated plug and play wiring is used
to connect the PCC to the TCC and sensors.
Plug and play wiring is provided by Finelite
for each job.

GEN
A/V
Q/T
OCC
POWER
WB

QUICK & EASY
Installation

The PCC comes pre-wired and ready

to be installed. Installation is easy Ñ

just mount the PCC, connecting building

and fixture power as indicated, and run

low voltage plug and play wiring

to the TCC and sensors.

Page 140 of 280

Page 141

Installation Time Labor Estimate

1) Place and Install PCC 30 MINUTES
The PCC is generally installed above ceiling by the Main Switch Bank at the classroom entrance. Four mounting tabs
make it easy to attach to the wall. Simply screw it in.

2) Connect Building Wiring 30 MINUTES
Building wire is brought into the PCC and connected via terminal strips. The PCC features heavy duty knockouts.

3) Connect Fixture Wiring 45 MINUTES
Connect flex to the PCC for each of the luminaire rows. Three would be needed for the layout above

4) Connect Plug and Play Wiring 15 MINUTES
Plenum rated plug and play low voltage wiring is used to connect the Teacher Control Center and any sensors to the
system, reducing the labor.

Total Installation Time: 2 HOURS

Power Control Center
Rough-In Steps
Installing the PCC is quick
and requires four easy steps.

Whiteboard

North 30'

W
es

t3
2'

R
o
w

1

R
o
w

2

TCC

MSB

PCC

MSB

OCC SENSOR

DAYLIGHT SENSOR

PCC Rough-In

5
Page 141 of 280

Page 279

APPENDIX O – INTEGRATED CLASSROOM LIGHTING SPECIFICATION

b. Infrared Sensor: With daylight filter and lens to afford coverage applicable to
space to be controlled

.

F. Light Level Sensor: Detect changes in ambient lighting level and provide supply for on/off
control.

1. Sensor Capacity: At least [40] <Insert number> electronic dimming ballasts.
2. Adjustable Ambient Detection Range: [10 to 100 fc minimum] <Insert detection

range>.

2.9 Retain below to allow photometric tests by manufacturer's laboratory.

PART 3 - Execution

3.1 INSTALLATION

A. Fixtures: Set level, plumb, and square with ceilings and walls. Install lamps in each fixture.

B. Support for Fixtures in or on Grid-Type Suspended Ceilings: Use grid for support.

1. Install a minimum of one ceiling support system rod or wire for each pendent support
cable.

2. Install at least one independent support rod or wire from structure to a tab on lighting
fixture. Wire or rod shall have breaking strength of the weight of fixture at a safety factor
of 3.

C. Continuous Rows: Suspend from cable, brace to limit swinging as required by seismic
conditions.

3.2 CONNECTIONS

A. Tighten electrical connectors and terminals according to manufacturer's published torque-
tightening values. If manufacturer's torque values are not indicated, use those specified in
UL 486A and UL 486B.

B. Ground equipment according to Division 16 Section "Grounding and Bonding."

C. Connect wiring according to Division 16 Section "Conductors and Cables."

3.3 FIELD QUALITY CONTROL

A. Inspect each installed fixture for damage. Replace damaged fixtures and components.

B. Verify normal operation of each fixture after installation.

PIER Project 4.5 16512 - 10 Page 272 of 273

Page 280

APPENDIX O – INTEGRATED CLASSROOM LIGHTING SPECIFICATION

C. Test for Emergency Lighting: Interrupt power supply to demonstrate proper operation. Verify
normal transfer to battery power source and retransfer to normal.

D. Corroded Fixtures: During warranty period, replace fixtures that show any signs of corrosion.


3.4 ADJUSTING

A. Set field-adjustable components on Occupancy Sensors, Light Level Sensors, and Dimmer
Control.

B. Occupancy Adjustments: When requested within 12 months of date of Substantial Completion,
provide on-site assistance in adjusting system to suit actual occupied conditions. Provide up to
two visits to site outside normal occupancy hours for this purpose.

3.5 CLEANING AND PROTECTION

A. Remove and dispose of clear plastic protection from around luminaires.

B. Clean luminaire optical surfaces.

C. After completing installation of exposed, factory-finished luminaires, inspect exposed finishes
and repair damaged finishes.

3.6 DEMONSTRATION

A. Engage a factory-authorized service representative to train Owner's maintenance personnel to
adjust, operate, and maintain Classroom Lighting System. Refer to Division 1.

END OF SECTION 16512

PIER Project 4.5 16512 - 11 Page 273 of 273

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